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close this bookFish Handling, Preservation and Processing in the Tropics: Part 2 (NRI)
View the document(introduction...)
View the documentSummaries
View the documentAcknowledgements
View the documentIntroduction
View the documentSalting of fish: salt
View the documentSalting of fish: methods
View the documentDrying of fish: basic principles
View the documentDrying of fish: methods
View the documentSmoking of fish
View the documentMarinades
View the documentFermented fish products: a review
View the documentBoiled fish products
View the documentFish canning: theory and practice
View the documentFreeze drying
View the documentIrradiation
View the documentMiscellaneous products: crustaceans
View the documentMiscellaneous aquatic products used as food
View the documentFood by-products
View the documentNon-food by-products
View the documentNew and delicatessen products
View the documentFish meal
View the documentFish silage
View the documentChemical and physical methods of quality assessment
View the documentOrganoleptic (sensory) measurement of spoilage
View the documentMicrobiology of spoilage
View the documentMicrobiology of fish spoilage
View the documentPublic health microbiology
View the documentInternational standards for fisheries products
View the documentLarge-scale fish landing facilities
View the documentSmall-scale landing facilities: design and operation
View the documentRetail sale facilities
View the documentFisheries extension services: their role in rural development
View the documentTraining in the field
View the documentAppendix


The set of fifty-two lectures covered by TPI Reports G144 and G145 has been prepared for a course lasting approximately eight weeks. The course is designed for people at middle-management level in both Government and Industry. Government staff would include Fisheries Officers and Senior Extension Workers who have a fisheries background and degree level qualifications.

Each lecture session would normally last for about 45 minutes, although some might be expanded to provide two such sessions. Much depends on the linguistic competence of the lecturers and participants and also on the students' level of understanding of basic science. The course should include many practical and demonstration sessions to illustrate the theoretical considerations presented here. In general terms one half of the course time could be devoted to lecture sessions and one half to practice and observation. Extensive use of overhead projector, blackboard, colour transparencies and films is recommended. A list of films suitable for showing during the course is appended.